City Wildlife Unit 2: Open Court. An example of city wildlife:

City Wildlife

Unit 2: Open Court

An example of city wildlife:

• http://community-2.webtv.net/hotmail.com/verle33/HummingBirdNest

http://community-2.webtv.net/hotmail.com/verle33/HummingBirdNest

http://community-2.webtv.net/hotmail.com/verle33/HummingBirdNest

Unit Overview

• Raise your hands if you can answer the following questions:

• What do you know about city wildlife before we read the selection?

• What do you know about the kinds of animals and plants that live and grow in the city?

• Have you already read any books about city wildlife?

City Wildlife (Read Aloud)

• Prior Reading

• This is a nonfiction article that discusses habitat-the natural environment of living things.

• The author of this article has been a biology teacher, and a professor of science.

City Lots: Living Things in Vacant Spots Te 113L-113O

• Focus Questions:Focus Questions:

• How important are open spaces in a city?

• What makes a city a good place to live for some wildlife?

• Listen to the story I read to you.

City Lots (article discussion)

• Why is this selection called “City Lots: living Things in Vacant Lots?”

• It is about plants, insects, and animals that live in city lots.

• Why do many plants and animals live in vacant lots all year round?

• They find, everything they need to live there, such as food, water, sunlight, and space.

City Lots (article discussion)

• How do the plants in city lots help insects live?

• Some insects lay their eggs in the plants; others feed on the plants and use them for shelter.

Objectives

• You will:• recognize antonyms and synonyms,• Recognize compound words• Recognize base words and the suffix –y and

the prefix un-• Practice using the spelling patterns ar and air• Recognize the long u sound spelled u, u_e,

_ue, _ew.

Word Knowledge

• hollered hollered whisperedwhispered grinnedgrinned frownedfrowned• VacantVacant emptyempty barebare• StreetlightStreetlight playgroundplayground tiptoetiptoe• SpikySpiky cottonycottony smellysmelly silverysilvery• Unbelievable undecoratedUnbelievable undecorated untieduntied uneaten unoccupieduneaten unoccupied

• StartedStarted apartmentsapartments darkdark carcar airair

Word Knowledge

• Tony stopped and made believe his sneaker was untied to see what King was going to do.

• “Well, come on, man,” King whispered, and they started down the street.

• Just after the friends passed some apartments, they came to a vacant lot.

• An indigo car is a dark blue color.

What do these words have in common?

• hollered hollered whisperedwhispered grinnedgrinned frownedfrowned• The words are antonyms. What’s an antonym?• An antonym means opposite. With your partner,

identify the antonyms.• Hollered/whispered, grinned/frowned• Use each word in a sentence and come up with

other examples of antonyms.• Hot/cold, hard/soft, up/down, left/right, day/night,

all/none.

What is the same with these words?

• VacantVacant emptyempty barebare• These words are synonyms. Raise your hand if you can

tell me what a synonym is.• Synonyms are words that mean the same thing.• What is the synonym to these words?• happy/ , • tired/ , large/ , • end/ , grow/• Happy/joyful, tired/sleepy, large/huge/big, • end/finish/complete, grow/mature/develop

What is the spelling pattern in the next set of words?What is the spelling pattern in the next set of words?

• StreetlightStreetlight playgroundplayground tiptoetiptoe

• The words are compound words.

• What words make up each compound word?

• Do the two words help us understand the meaning of the word?

What’s the secret pattern between these words?What’s the secret pattern between these words?

SpikySpiky cottonycottony smellysmelly silvery silvery• The suffix –y is added to base words.• Give a definition for each word and use the word in a

sentence.• Identify the part of speech the word becomes in a

sentence.• By adding the suffix –y , the word becomes an

adjective (a describing word).

What do these words have in common?

• Unbelievable undecorated untied uneaten unoccupied

• The prefix un- is added to words.• What does the prefix un- mean?• Un- means not.Un- means not.• Give the base word and explain how the word

changes when you add un-.• Example: the base word for unbelievable is believe.the base word for unbelievable is believe.• When you add un- the word means not true.When you add un- the word means not true.

What is the same with these words?

• StartedStarted apartmentsapartments darkdark carcar airair

• These words are spelling words found in “The Boy Who Didn’t Believe in Spring”.

• Let’s review the spelling patterns for

ar and air.

Please read the sentences and find the antonyms:




• Antonyms: Antonyms: stopped/started, untied/tied, stopped/started, untied/tied, whispered/shouted, down/up, after/before, whispered/shouted, down/up, after/before, friends/enemies, vacant/occupiedfriends/enemies, vacant/occupied

Now, let’s identify any synonyms, prefixes




• Synonyms: stopped/discontinued, Synonyms: stopped/discontinued, untied/undone, started/began, some/several, untied/undone, started/began, some/several, vacant/bare/emptyvacant/bare/empty

• Prefixes: untied-not tied.Prefixes: untied-not tied.

Now, let’s read the following sentence together:

• An indigo car is a dark blue color.

• Identify the words that have the /ar/ sound spelled ar

• Car, darkCar, dark• Nice job folks…

Prior Knowledge

• What do you remember from the Read Aloud?

• Raise you hand if you can share with me what you notice about the first signs of Spring.

• Are there any questions on the Concept/Question board this story might answer? Let’s check…

Background Information

• “The Boy Who Didn’t Believe in Spring” is realistic fiction. Realistic fiction may include descriptions of actual places and things, and also situations that are made up but could happen. The author invents the characters, then involves them in solving a problem.

Background Information

• The author, Lucille Clifton, uses idiomatic spellings and phrases. Some of the spelling in the story was used to show natural speech and they may differ from the dictionary spelling.

• (bout for about and comin for coming)

Preview and Prepare (Reading 2.6 pp. 114O-114P)

• Let ‘s read aloud: the title, the author and illustrator. • Now let’s browse the first page or two of the story.• Who are the main characters?• Look at the illustrations in the selections.• Make sure you make predictions about the text to

help monitor your comprehension.• Look for: clues, problems, such as unfamiliar words

(trans. 46)• Now let’s look at the focus question.

Student Observation

• Clues Problems Wonderings• Can a person -Weissman’s -How can you

“believe” in Spring? Find Spring?

Set Purpose (Focus Question)

• What is your purpose for reading this selection? Write it down.

• Maybe, you want to learn more about city wildlife.

• Look for examples of wildlife and where wildlife is found.

• You may also set other reading goals.

Selection Vocabulary Reading 1.3, 1.5 p. 114P Trans 10

• Crops decorated vacant mound patch (Transparency 37)

• What do these words mean? • Context clues, word structure (root word,

prefix & suffix), apposition, prior knowledge• Add vocabulary words to your Writers’

Notebook in the Vocabulary Words section

Selection Vocabulary Reading 1.4 p. 114P Trans 10Crops

decorated vacant mound patch

Selection Vocabulary Reading 1.4 p. 114O Trans 10

• Crops: plants grown for food or to sell to make money (pg. 115)

• Decorated: made beautiful by adding fancy things (pg. 119)

• Vacant: empty; abandoned (pg. 119)• Mound: small hill or pile of dirt, rocks, or other

material (pg. 120)• Patch: an area different from what is around it (pg.

121)

Investigating Concepts Beyond the Text TG 125A Inquiry

• What do you know already about city wildlife? During the next six weeks, we read stories about city wildlife.

• Does anyone have any further questions or points to share up to this point?

• Complete Inquiry Journal, pg. 28

Language Arts Day 1Word Analysis (TE. P. 35F)

• Spelling – This week, we will spell words wit the /ar/ sound.

• Started apartments dark car air

• Pretest p. 26

• Vocabulary Skill Words (antonyms)• Whispered shouted slowly mound vacantWhispered shouted slowly mound vacant

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 125F Eng. Lang. Conv. 1.0, 1.4)

• Quotation Marks (Read L.A. Handbook, p. 272)• Quotation marks let the reader know that

something is being said. • A comma sets of the speaker’s words from the

rest of the sentence.• If the sentence ends with the quotation, the

punctuation goes inside the closing quotation mark.

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 125F Eng. Lang. Conv. 1.0, 1.4)

• “I’m hungry!” Shelly said.• “Are you tired?” Michael asked.• Brian said, “It’s time to go to school.”• The name of a short story, poem, song or book

chapter should be in quotes.• Complete Language Arts and Comprehension Complete Language Arts and Comprehension

Book, pgs. 26-27.Book, pgs. 26-27.

Writing Process Strategies Getting Ideas: Responding to Fiction TG p. 125F (writing 1.1, 1.4)

• Read Language Arts handbook, pgs. 78-79 in order to find out about Expository writing. Let’s read L.A. handbook, pgs. 84-87 (Responding to Fiction) Let’s good over an example of good writing:

responding to fiction (transparency 4) Let me show you the writing rubric with you:


Total point value: 10 Ideas are stated clearly and are easy to understand.

(2 points) There is a topic sentence for each paragraph. (2 points) There is at least one supporting detail or example for

each topic sentence (2 points) The final copy is clean, neat, and legible. (2 points) Mechanics-punctuation, spelling, and capitalization is

correct. (2 points)


I like the character King Shabazz in the story “The Boy Who Didn’t Believe in Spring.” I could write a response to fiction explaining why. What plots, settings, and ideas could you use to

write responses to fiction? Write your ideas for your response in your Writer’s

Notebook.

Word Knowledge-Day 2 (TG p. 114L)

• hollered hollered whisperedwhispered grinnedgrinned frownedfrowned• VacantVacant emptyempty barebare• StreetlightStreetlight playgroundplayground tiptoetiptoe• SpikySpiky cottonycottony smellysmelly silverysilvery• Unbelievable undecoratedUnbelievable undecorated untieduntied uneaten unoccupieduneaten unoccupied

• StartedStarted apartmentsapartments darkdark carcar airair• Partner work: Partner work:

One student selects a word from above and your One student selects a word from above and your partner will put the word in a sentence. partner will put the word in a sentence.

Then we will switch!Then we will switch!

The Boy Who Didn’t Believe in Spring Te. 114Q-R (first reading-orally pgs. 114-123)

• When I read this story I will:• Predict what the story might be about• What Questions come to mind?• What images that pop into my mind? (Visualize)• Summarize story in own words

• Listen/Speak 1.1,1.2

The Boy Who Didn’t Believe in Spring Te. 114Q-R (first reading-orally pgs. 114-123)

• Focus Questions:

• What is city wildlife?

• What types of wildlife would you

expect to find in a city?

Discussing Strategy UseTG 122

• How did you clarify confusing passages?• What questions did you ask yourself as you

read the story?• Did you make predictions as you read the

story? What were they?• What did you visualize as you read the story?

Discussing Strategy UseTG 123A

• Let’s use handing off to answer these questions:• Why didn’t King believe in Spring?• What did King and Tony do to find Spring?• What signs of Spring did they find?• What types of wildlife are common in cities?• Write your responses in the orange section of your Write your responses in the orange section of your

writer’s notebook.writer’s notebook.

Concept/Question Board TE p. 125B

• Let’s use the Concept/Question board to:

• Post questions we have about the story that have not been answered yet.

• Post articles about city wildlife.

• Answer our story focus question.

Language Arts Day 2Word Analysis (TE. P.125G) ELC 1.8, Reading 1.4

Here is Sound/Spelling card 27 /ar/.Repeat after me: armadillo. Sort your spelling words by ar, are, air, or ear spellings.

• Vocabulary: Antonyms• Whispered• Antonyms are two words with opposite meanings.• The antonym for whispered is: __________.• Shouted, screamed, yelled, hollered• Complete Spelling Book pages 26-27.Complete Spelling Book pages 26-27.

0

100

1st

Qtr

3rd

Qtr

English Language Conventions Grammar, Usage,

and Mechanics (TG p. 125G E.L.C., 1.5)

• Review: Quotation Marks. When are quotation marks used?

• Quotation marks are used when someone speaks, for short story,

poem and song titles and chapters in a book.

• Name two or more animals that live in the city.• Imagine what animals would say to each other about how humans

treat them.• What would they say? (write on the board and punctuate)• Find one declarative(.), one interrogative(?), and one exclamatory

(!) quotation in “The Boy Who Didn’t Believe in Spring.”• Look through your accelerated reader books for more examples.

Writing Process Strategies Prewriting- Responding to Fiction TG p. 125G (Writing 1.1, 1.4)

• Let’s review our ideas for responding to fiction from yesterday.• Let’s read Writer’s Workbook, pg. 6 (Prewriting).• Graphic organizers help writers organize their thoughts.• Now, we will go over a Character Web (transparency 11).• In a Character Web, you need to add details and examples.• Assignment: Complete Writer’s Workbook, pages 6 and 7.

Day 3-Phonics and FluencyReview the long u sound spelled u, u_e, _ue, _ew TE 114M

• Here is the Sound/Spelling Card 36, the long u sound.• Unit used menu Utah• Cue human humid January• Puny fuel pupil unicorn• Mew few unify universe• My favorite month is January.• I ate a few cookies after dinner.• He used to sit with his friend Tony Polito on the bottom step

when the days started getting longer and warmer and talk about it.


• Here is the Sound/Spelling Card 36, the long u sound.• Unit used menu Utah• Cue human humid January• Puny fuel pupil unicorn• Mew few unify universe• Identify the long u spelling in each word.Identify the long u spelling in each word.• Unit:uu used: u_eu_e menu:uu Utah:UU• Cue:ueue human:uu humid:uu January:uu• Puny:uu fuel:ueue pupil:uu unicorn:uu• Mew:ew few:ewew unify:uu universe:uu


• My favorite month is January.• I ate a few cookies after dinner.• Identify the words with the long u sound and use them in a

different sentence.• January, fewJanuary, few• He used to sit with his friend Tony Polito on the bottom

step when the days started getting longer and warmer and talk about it.

• Identify the word in the above sentence with the long u sound.• usedused

Investigating Concepts Beyond the Text TG 377B Workshop time

• Concept/Question Board• Post questions you have about the story.• Post questions you may have about the

story before reading it, if they were unanswered.

• Bring in items, newspaper articles and stories about competition, and cooperation.

• You can sign out and read books from the concept/question board (for in class only).

Day 3 Second Reading (choral) pgs. 114-123 Reading 2.1

• Comprehension Skills – Classify and Categorize• What does classifying and categorizing mean?• It is sometimes useful to put story information into

sections or categorizes.• Putting things that are alike together in a group will

help you understand and learn information.• As you read the story, try to classify and categorize

different things.• Signs of Spring: Signs of Spring: ,, ,, ,,

“The Boy Who didn’t Believe in Spring” Second Reading-Checking Comprehension, pg. 123 (reading 2.3)

What does this story have to do with city wildlife?

Tony and King find plants beginning to grow and a bird’s blue eggs in the car in a vacant lot.

What do Tony and King realize when they find the flowers and the bird’s eggs?

They realize that spring has really arrived.

“The Boy Who didn’t Believe in Spring” Second Reading-Checking Comprehension, pg. 123 (reading 2.3)

• How do you think they feel about their discovery?

• The feel happy and amazed at finding signs of spring in the city.

Interviewing, TE. 125D

In an interview, you ask another person questions to get information about a subject or to find out what she or he thinks or feels about something.

In an interview, a person is the sourcesource.Here are the rules of doing an interview:Here are the rules of doing an interview:1. Always ask permission to interview a person.2. Ask Who? What? Where? Why? And How?

Questions.3. Write down your questions in the order you want to

ask them.4. Speak clearly and politely during an interview.5. Take notes as the person answers the questions.6. Thank the person after the interview.

Interviewing, TE. 125c

Use the calendar to play your Investigation on City Wildlife.Complete Inquiry Journal pages 33 to 34 and plan your unit investigation.Choose what you want to learn about City Wildlife and plan your investigation.

Day 3 Language Arts (Spelling) p. 125H

• Bare bear• Listen to the /ar/ sounds in bare and bear• Complete Spelling Book, pg. 28• Vocabulary (antonyms): moundmound• Hole, indentation, and valley are antonyms

to mound• What does mound mean by knowing its’

antonyms? (hill, bump, pile)• Think up more antonyms for mound• Flat land, valley, dipFlat land, valley, dip

Day 3 English Language Conventions TG. p. 125H

Read L.A. Handbook, pg. 272 to review quotations.

Where does the quotation marks go for the following Where does the quotation marks go for the following sentences?sentences?

Fragrant flowers are flourishing in the field, Fred said gratefully.

“Fragrant flowers are flourishing in the field,” Fred said gratefully.

Rachel Carson said, We need to protect the natural world.

Rachel Carson said, “We need to protect the natural world.”

Day 3 English Language Conventions TG. p. 125H

Where does the quotation marks go for the following Where does the quotation marks go for the following sentences?sentences?

When will the cardinal eggs hatch? asked Ellen.

“When will the cardinal eggs hatch?” asked Ellen.

That cardinal is bright red! Gasped Deonte.

“That cardinal is bright red!” Gasped Deonte.

Note: The end punctuation goes inside the closing quotation mark.

Assignment: Write a brief dialogue among animals Assignment: Write a brief dialogue among animals about life in the city.about life in the city.

Writing Process Strategies Day 3 Drafting : Responding to Fiction (TG 125H)

• Although responding to fiction means giving opinions, these opinions need to be supported with examples from the writing.

• Time order words are words that show the transition of events.

• Before, after, first, next, later, last, until, then, finally

• Time order words are used to help readers follow actions.

• Let’s read L.A. handbook, pgs. 198-199 for more examples.

• Let’s complete Comprehension and L.A. skills book, pgs. 28-29.

• Guided PracticeGuided Practice: : • Complete your first draft using Writer’s Workbook, pg. 7.Complete your first draft using Writer’s Workbook, pg. 7.

Developing Oral Language, p. 114N

• Unit used menu Utah• Cue human humid January• Puny fuel pupil unicorn• Mew few unify universe• A is a mammal.• Human• is a cold month.• January• I need to run my gold car.• fuel

Developing Oral Language, p. 114N

• Unit used menu Utah• Cue human humid January• Puny fuel pupil unicorn• Mew few unify universe• The state of is very pretty.• Utah• Our Open Court is called City Wildlife.• Unit• The word means small.• puny

Reading and Responding (day 4)

• Meet the Author/IllustratorMeet the Author/Illustrator (Read Pg. 124)(Read Pg. 124)

• Lucille Clifton was the first person in her family to earn a scholarship and attend college. What does this tell you about her desire to learn?

• What do you thin is special about Lucille Clifton’s writing that makes her “one of the most famous poets and children’s author?

Reading and Responding (day 4)

• Meet the Author/IllustratorMeet the Author/Illustrator (Read Pg. 124)(Read Pg. 124)

– Brinton Turkle writes and illustrates books in the hope that they will teach children kindness, honesty, and a love of life. Why do you think he chose to illustrate this story for Lucille Clifton?

– Look back at the pictures in :They Boy Who Didn’t Believe in Spring.” Brinton Turkle had to do research for the background scenery for new York City. Why would an artist do research?

Literary Elements Characterization Day 4TG p. 123D

Characterization is the way that a writer shows what the characters in his or her story are like.

Writers do this by telling what the characters do, say, think, and feel.

Let’s completed Reading Transparency 53 on characterization.

CharacterCharacter What I know about HimWhat I know about Him EvidenceEvidence

King Shabazz He’s mad. He would holler. (character’s actions)

Tony Polito He’s scared. He acts like his sneaker is untied. (character’s action)

Assignment:Assignment: Look in your Writing Folders for stories you have written. Read the story and see if you can improved the characterization by showing more of your characters actions, thoughts or words.











Day 4 Spelling p. 125I

• We will use the Consonant Substitution strategy to complete Spelling Book page 29.

• DarkDark• Knowing the spelling of dark can help us know that the rhyming Knowing the spelling of dark can help us know that the rhyming

word park is spelled the same way.word park is spelled the same way.• Complete Spelling book, pg. 29.• Vocabulary (antonyms) vacantvacant• Empty, clear, and blank are synonyms of vacant.Empty, clear, and blank are synonyms of vacant.• What are the antonyms for vacant?• Full, loaded, crowdedFull, loaded, crowded• What is the definition of vacant , now that we know its’

antonyms and synonyms?• Empty space, clear areaEmpty space, clear area

English Language Convention Day 4 TG 125I listen/Speak 1.1

Remembering what we hearRemembering what we hear

Being able to recall a story is an important listening skill.

If we listen well the first time, we won’t have to get the information again.

Another good listening skill is repeating and paraphrasing what we hear in our own words. This helps us share information with others. We can give the same message using our own words.

Assignment: In small groups, paraphrase the important points and details of the story.

Students will decide on a group leader.

The group leader will record the important points.

As a class, we will call on the group leader to share their information with the class.

Writing Process Strategies:Writing Process Strategies: Day 4 Day 4 Revising (routine card 7) Revising (routine card 7) TG 125I Writing 1.1, TG 125I Writing 1.1, 1.41.4

Let’s read Writer’s Workbook, pg. 8 on revising.

Let’s discuss Language Arts Transparency 26 on revising.

When the supporting sentences stray from the topic of the paragraph, readers lose interest.

When statements about a character, setting, idea, or plot are not supported with details from the story, it makes the statements hard to believe.

Misspelling names of people and places can be distracting and it makes it seem like you did not read the story carefully.

Writing Process Strategies:Writing Process Strategies: Day 4 Day 4 Revising (routine card 7) Revising (routine card 7) TG 125I Writing 1.1, TG 125I Writing 1.1, 1.41.4

– Guided Practice:Guided Practice:– Revise your drafts using time order words.– Use the checklist on page 9 of your Writer’s

Workbook to help you revise your response to literature.

Day Five…Day Five…• General Review –General Review –

• Word KnowledgeWord Knowledge• Lesson AssessmentLesson Assessment (Reading 2.1, 2.2 & 3..3

)

– “The Boy Who Didn’t Believe in Spring” pp.2-3 (TG p. 35I)

• Spelling pelling – The /ar/ sound (E.L.C. 1.8)

– Unit 2 Assessment 1 p. 27

• VocabularyVocabulary Assessment Unit 2,lesson 1 p. 27 (Reading 1.2, 1.3 & 1.4)

Selection Vocabulary Reading 1.4 p. 114P Trans 10Crops

decorated vacant mound patch

Selection Vocabulary Reading 1.4 p. 114O Trans 10

• Crops: plants grown for food or to sell to make money (pg. 115)

• Decorated: made beautiful by adding fancy things (pg. 119)

• Vacant: empty; abandoned (pg. 119)• Mound: small hill or pile of dirt, rocks, or other

material (pg. 120)• Patch: an area different from what is around it (pg.

121)

English Language Conventions (Penmanship)English Language Conventions (Penmanship)

• Let’s practice using cursive n and m:

• N NNNNNn n n n n n n n n• M MMMM m m m m m m m m m• Raise your hand and trace the letters n and m.• Practice writing rows of Ns and Ms in your Writer’s

Notebook.• Write the words, once, time, named and

spring to practice your letter formation.

Writing Process Strategies Editing/Proofreading/Publishing (Day 5) Writing 1.1, 1.4

Let’s read Writer’s Workbook, pg. 9 on editing/proofreading.

Now, let’s look at transparency 35, Presentation: Responding to Literature.

Assignment: Edit your response to fiction.

Use the checklist on Writer’s Workbook, pg. 9 to help you.

Make a neat final copy.

Investigating Concepts Beyond the Text TG 377B Workshop time

• Concept/Question Board• Post questions you have about the story.• Post questions you may have about the

story before reading it, if they were unanswered.

• Bring in items, newspaper articles and stories about competition, and cooperation.

• You can sign out and read books from the concept/question board (for in class only).

California Theme Connection, California Theme Connection, Social Studies- Explorers, Social Studies- Explorers, TE 123FTE 123F

• King Shabazz and Tony were searching for something they had heard of but had never seen. In a way, they are like the explorers who settled America.

• Who are some explorers that you know?• Christopher Colombus in 1492, sailed the ocean blue and

discovered America.• Who are some other explorers that you know?

Documents

City Wildlife Unit 2: Open Court. An example of city wildlife: